One of my driving questions for the past 15 years has been a simple one; at the end of the day, would I like being a student in my own classroom? And as I have one month left of school, I feel the question pressing in on me as I think of next year and both the joy of continuing with my current class, as well as becoming the classroom teacher for a different class.
Would what we do make me feel safe? Help me engage? Make me feel like my voice was heard and respected? Would the way we learn, grow, discuss, and assess make sense to me?
This question is a conversation starter, an invitation into meaningful reflection where you get to craft the path for what you may need to shift or tweak your day-to-day practice. Because ultimately it is about creating conditions for shared power as a way to show children just how much power they can have over their own bodies and minds, even within the confinements of a publicly mandated and government decided educational system.
In fact, this question is at the core of my newly published book, Passionate Learners – How to Engage and Empower Your Students, now in its 3rd edition! But it’s not the only question, I ask. In fact, the books has more than 100 reflection questions embedded throughout, some big, some small, all meant for you to carve your own path into a more sustainable, meaningful practice.
But as a way to get you started, I decided to pull together a reflection sheet for you, modeled after questions in chapter 2 of the book. It’s 3 pages with 12 questions, that can be used by itself, as part of a larger reflection, or a book study, individually or with others. You can do some of the questions or just a few. You can write, discuss, or simply think. It’s a tool, use it as such and make it work for you.
And if you are interested in diving deeper, I highly recommend my book. I poured my heart into it, making it a practical invitation into co-created spaces that are not exhausting to be in. And right now, it is on sale.
The book is written as a companion to the practice you already have. It is not meant as a long list of abbreviations or new systems, but instead a way to help you reflect, while also offering up a major array of practical strategies and tools that you can use the very next day. It is meant as an affirmation, while also giving you access points to grow your practice so that you may feel better about the time you spend teaching, the students feel like what you do together matters, and that everyone is given tools to continue being critical questioners and thinkers outside of your learning space.
I change my questions based on what we have seen, and what they may need to just sit with for a moment before we say goodbye. The students are ready to say goodbye, and I share a few words about the day, mostly the great and then something we are still working on as a class. Today, it was that we need to trust ourselves before asking an adult for help, and perhaps also notice a bit more when we are interrupting others.
And then I asked; did I have calm in my body when needed? Did I ask questions when I needed to? Did I help others? Did I notice how I impacted other people? Was I a good friend? Did I help make our school a great school to be at?
We are not in a circle when we do this, I don’t follow a script. It grew out of an organic need for reflection and also a peaceful way to say thank you for today. It takes a minute, two tops. And the questions? Well, I come up with them every day, always making sure there is at least one that every kid will be able to say yes to it.
It is a small thing. It seems a lot of impactful changes are. However, when I shared the practice on Bluesky (follow me here) many said it resonated with them. That it offers kids a way to consider their actions and themselves as a part of the whole. That this practice means we get to end in a few minutes of calm, where we reconnect with the whole day, without being lectured, without belittlement, but just a simple invitation for honest reflection and contemplation of who we are, and who we want to be.
Perhaps this is something you could use as well?
What might these questions be? Here are a few that you can use as you develop your own:
Was I able to find peace in my body?
Was I a good friend to others?
Was I able to not create conflict or solve it if it happened?
Did I participate in the learning today?
Did I listen when others spoke?
Did I ask questions when I needed?
Did I take any good chances today?
Did I help make our school a good school to attend?
Did I help make our class a great class to attend?
If Pernille saw my homeadults, would she be able to share I had a great day?
Did I show kindness to someone today?
Did I try my best, even when it was hard?
Did I include others or make them feel welcome?
Did I keep my promises?
Did I share something with someone?
Did I find something to be proud of?
Did I use my time well?
Did I notice someone who needed help and offer it?
Did I take care of the classroom or school environment?
Did I bring good energy to our class today?
Did I learn something new about myself or someone else?
Did I stay curious and open to ideas?
Did I make today better for myself and others?
I usually pick 5-7 depending on the day and I remind the students that they don’t have to share their answers. That this is just for them. At the end, I say the same thing: “And if your answer was no to any of these, then remember that tomorrow is a new day.” The students say it with me, not because I asked them to, but because this is how we end the day. And then we say goodbye.
On Friday’s we say “And if your answer was no to any of these, then remember that Monday starts a new week.” But in Danish, of course.
The students remind me if I am about to forget doing this with them. They take pride both in the days where they can say yes to everything, but also in the days where they reflect and realize that tomorrow is a new day and that they are not defined by their goofy choices. It helps me center the day too, because even in the wackiest of days – and trust me, we have had some that have made me cry due to fights, and awful behavior – there are kids doing good things. We, as a community, are doing good things.
So often community is built in the small moments, in the quiet reflection, so I thought I would offer this up to boost your own practice.
Another post first shared on Patreon, but one that is oh so relevant as we continue to attempt to build meaningful reading relationships.
I came across a fascinating article that discussed the three pillars of self-compassion and how actively developing it can help us alleviate anxiety and depression. Immediately, my mind jumped to reading identity and overall school affinity for students. How does self-compassion and seeing your own worth tie in with how we develop and what we are willing to try?
So I have a few ideas for how we can take this work and bring it into our classrooms as a part of what we already do. In my experience, some kids who hate reading have this reaction because of how reading makes them feel; worthless, and so when we focus on developing self-compassion, they can sometimes shift their mindsets into one of awe rather than disappointment.
Reading is an incredibly complex brain capability. It is not something that just happens, but something we have to train our brain to do, thus the need for specific reading skills teaching, as well as positive reading experiences. When kids don’t develop as easily as they see others do, they often turn that inward, seeing themselves as less-than, rather than recognizing that many components need to be in place to develop as a reader and that we inherently develop at different speeds. And we can try to speak this out of existence, but we all know that ultimately the deeper realization needs to come from the child themselves.
Adding these ideas into the reading conferring that hopefully is happening provides us with an opportunity to dig deeper into how kids view themselves as readers, and the next steps they can take in their journey. So it is not that it is one more thing to do, but rather a new lens and line of questioning we can explore with those kiddos who despite all our attempts still hate reading.
I use a lot of surveys with kids in order to see how they view themselves as readers. My beginning of the year one – which can be used any time – can be accessed here but sometimes a quick survey like this one can also be a great way to check in and deepen conversations.
I would love to know your thoughts on this. Do we even have time for this? How do we make the time? What are the conversations we can have with kids that help them take over the ownership of their reading development?
For the past 3 years, I have been sharing resources on my Patreon, with that being shut down, I figured I would share some of them here. This is one of my latest posts, I hope it is helpful.
If there one thing that is constant in education, it’s change. I think it’s what drew me to be a teacher in the first place, besides the kids, of course. Education is full of change. New ideas, new programs, new expectations—always something new to implement, improve, or undo. And yet, we rarely stop to ask:
What’s actually working?
Not in a “let’s be grateful” way. Not to ignore what’s broken. But in a real way—naming the things that are making a difference for kids right now and figuring out how to keep them from disappearing.
Because the best things in education? They don’t vanish because they stop working. They vanish because no one gets to protect them.
Five steps to protect your real best practices
Instead of just naming problems, try this instead:
1️⃣ Name It
What’s actually making a difference right now?
Not “what should be working” or “what’s supposed to work”—but what’s really helping kids learn, feel safe, or stay engaged?
This could be:
• A structure that supports all learners
• A routine that fosters belonging
• A teaching practice that engages even the hardest-to-reach kids
Think about your classroom, your team, your school. What’s worth protecting?
2️⃣ Figure Out Why It Works
• Is it because of a system in place?
• A shared school-wide effort?
• A few committed teachers holding it together?
If something only works because a few people are giving 200%, it’s fragile. The goal isn’t just to notice what works—it’s to understand why it works.
3️⃣ Ask: Is This Replicable?
Would this still work if new teachers joined? If leadership changed? If budgets shifted?
If the answer is no, then it’s not protected.
Good practices should outlast the people who start them. If what’s working is too dependent on individuals, it’s time to build structures that make it sustainable.
4️⃣ Make a Plan to Protect It
The best ideas don’t survive unless someone fights for them. So, as a team, ask:
• What do we need to keep this going?
• Who needs to see its value so it’s supported long-term?
• How do we make sure this isn’t just an “extra,” but a part of how we do school?
If something is working, it should be built into your school’s foundation. Not just something you “hope” stays.
5️⃣ Keep It Visible
The next time a new initiative rolls in, a funding shift happens, or a schedule changes, pull out this list and ask:
❓ Will this change threaten what’s already working?
❓ How do we keep what’s good while making space for new ideas?
We lose the best things in education when no one names them, protects them, and reminds people why they matter. So make the list. Keep it visible. Use it to push back when needed.
Your Turn
What’s working in your school right now that must be protected? How do you make sure it lasts?
Try this with your team. Then come back and tell me what showed up.
I never thought I would step out of the classroom as a teacher. There was no vision of my future that didn’t have me being a teacher, yet taking a break from physically teaching and working in marketing as a brand writer has been an incredible experience. Not only am I now 100% certain that I want to get back in the classroom, but I have also gotten to test so many of the writing strategies I have taught students throughout the years, expanded my own knowledge of the corporate tech world, and had to push myself way beyond my comfort zone. Starting over in a career at 42 is not for the fainthearted.
But this was something I would have never done had it not been for how awful I felt last school year. I needed to become something else in order to preserve what I was.
But still, seeing ourselves through the many roles we play means we often get stuck in the self-consistency fallacy – the belief that our past choices and behaviors must dictate our future. Just as watching the same play with the same actors repeating the same lines would grow tiresome, sticking rigidly to who we think we are can hinder personal and academic growth.
And so it made me think, of course, about the very kids in our care who only see themselves as one thing – a kid who doesn’t read, someone who is bad a math, someone where school doesn’t work. But they can be so much more. As educators, we know it is vital to help students realize that they have the power to change not only their academic trajectory but also their identities and passions. And we tell kids this all the time, often to very deaf ears. After all, it is easy to tell someone that they can be whoever they want to be, but often we have no way of knowing how to change.This is where teaching them about the self-consistency fallacy can help.
The self-consistency fallacy, also known as the continuation bias, path dependence, or battle against determinism, exerts a powerful influence on our lives. It often compels us to make choices based on our past roles and interests, even when our desires and aspirations have evolved. Similarly, it can limit our relationships, health choices, and overall life direction. However, it is essential to recognize that we are not bound by our past decisions and beliefs. We are dynamic beings capable of change and growth—a verb, not a noun according to Anne-Laure Le Cunff, who recently wrote about the self-consistency fallacy which started all of my thoughts.
To help students overcome the self-consistency fallacy, we must foster an environment that encourages reflection and expansion. By posing questions, we can challenge students to let go of preconceived expectations and explore new horizons.
This also ties beautifully in with the identity work we can have students do throughout the year. A great place to start is by taking students through some or all of these questions starting with who they are now, how people see them, and how they would like to be seen. Of course, these can be modified to fit the age group you teach.
What are some of your strengths and talents that you value about yourself?
How do your friends and family describe you? Do you agree with their perceptions of you?
Are there any aspects of yourself that you would like to change or improve? Why?
How do you think others perceive your interests and passions? Is there anything you want to explore further?
Are there any activities or hobbies you’ve been hesitant to try because of how others might see you? Why?
How do you express your true self in different environments, such as at school, with friends, or at home?
Do you feel comfortable expressing your thoughts and opinions openly? Why or why not?
Are there any societal or cultural expectations that have influenced how you present yourself to others?
Imagine the ideal version of yourself. How would you describe this person? What traits or qualities would they possess?
What steps can you take to align your current self with the person you aspire to become?
Are there opportunities that you have dismissed because they don’t align with your existing trajectory?
What new paths could you explore if you were not bound by your past choices?
If you could start from a blank slate, who would you be? What would you be interested in? How would you be known?
Asking students to consider how they are seen and whether they agree with that opinion is an important place to inspire change. Is how they are known who they want to be? Are there other parts of themselves they would like the world to know about? Are there parts they would like to not be known for?
It is crucial for students to understand that the most significant opportunities for learning and growth often emerge from unexpected tangents. Encourage students to embrace the “weird” projects that pique their curiosity, explore fun ideas that may not have apparent professional benefits, and engage in collaborations unrelated to their career aspirations. Encourage them to break free of the stereotypes that often confine them.
By venturing beyond their comfort zones, students can cultivate a diverse range of experiences that will shape their unique stories. But even more importantly, they can change their static notions of who they are.
As educators, we have the privilege of guiding students along their educational journeys. By addressing the self-consistency fallacy, we can help students realize that they possess the agency to shape their academic and personal trajectories. By encouraging reflection, asking thought-provoking questions, and embracing change, we can inspire students to explore their true passions, foster growth, and build the foundation for a fulfilling future.
PS: Are you looking for coaching, in-person support, or virtual presentations? I am available and would love to support your work. Whereas I am physically located in Denmark now, I can travel if needed. In fact, I was just in North America in February 2023 and plan on bouncing back and forth. If you would like me to be a part of your professional development, please reach out. I am here to help. For a lot more posts, resources, live and recorded professional development, please join my Patreon community where most of my sharing takes place these days.
8 years ago the 2nd edition of Passionate Learners: How to Engage and Empower Your Students was released into the world.
I saw it make a difference to those who read it, educators reaching out to ask further questions, to tell me that they loved the practicality of the book, that it gave them the courage and the path to co-create spaces with students.
I wrote the book, never thinking there would be another edition because surely I had said everything I wanted to say. I had given my best advice.
But then the world changed, and I changed right along with it.
In 2015, I could never have imagined how our educational system would change in just 8 years. I could never have imagined the way our students would need us even more, how the system would give us even less, and how we would fight to maintain even a shred of respect in our profession. How a global pandemic would push us to our furthest limit and then still continue to demand more.
I could never have imagined the world I teach in now.
And so when my incredible editor, Lauren Davis, asked me if I would consider updating it, I first laughed at the idea. Why would it need to be updated?
But still, I returned to the words from 2015 to feel it out. Turns out, Pernille in 2015 had great ideas, and some not so fully developed. The teacher I was now, was so much more. That in the years between the book and now, the lessons I had learned had been hardwon but so important.
And so I wrote through the book, seeing if anything really needed to be updated. A year later, I handed in a manuscript that was so much more than that. A book that was rewritten in its entirety, with additional new focuses and units. With an additional 42 pages, with more answers and ideas than before.
I wanted to create an edition that would matter as much as the previous one. A book that continues my journey as a teacher, that admits the mistakes, shares the ideas, and hopefully gives tangible pathways to co-created spaces with students. It is the best words that I have on a journey that continues.
And now, with less than two months to go, the book is ready for pre-order. If you order it through Routledge right now, you can get a 20% off discount using the code SMA34
If you read the first or second edition, I hope you will return to see how it all evolved. To find further answers. Or to share the book. If you haven’t read any edition, I welcome you into a classroom focused on centering students while not letting the system swallow you whole.
Why now?
I made myself answer why now, why bother, in the introduction, here is an excerpt…
And so, I wrote about what I know now, fourteen years into a career that has pushed me harder than anything else I have ever done. I wrote about the importance of co-creating spaces with our students that give them permission to show up the way they are. I wrote about what happens when you try to give up homework completely but can’t, or when those who are supposed to support you don’t.
I wrote with more nuance and experience than I had in the first edition, and I wrote with my husband Brandon, a new teacher himself, asking me the hardest questions about my practice.
I wrote so I could pull out all the cogs of the machine and try to present them to others so they may also change the way they teach. I wrote honestly and openly, because this journey is one I am still figuring out.
So whether you are just beginning or well on your way, I hope this book helps you along your journey toward a classroom filled with passionate learners. At the very least, it will let you know that you are not alone—that there really are better ways to teach and that there are others like you who believe the same thing.
I believed that there was one way to do school to kids. Now I know that school needs to change, and we must change it from within. Part of that change means including the voices of our students. School can no longer be done to our kids; school needs to be the place they cultivate and nourish who they see themselves as.
Here’s what I know: if I had not changed the way I taught and affected my students, I still would have been just fine. Just fine—not great, not inspiring, not life-touching, as we hope to be. A just fine teacher. But really, at the end of the day, who wants to be just fine? And don’t our children deserve so much more? Don’t we?
If you are a teacher reading this book, chances are, you’re thinking about change. But whether you need to change and what you need to change is entirely up to you. Here’s what I know: if I had not changed the way I taught and affected my students, I still would have been just fine. Just fine—not great, not inspiring, not life-touching, as we hope to be. A just fine teacher. But really, at the end of the day, who wants to be just fine? And don’t our children deserve so much more? Don’t we?
And if you are in the US and would like to support indie bookstores, please do!
What’s it about, really?
Well, my publisher said this about it:
Based on honest reflections on her own teaching experience, Pernille offers a wide variety of ideas for sharing control, developing your intuition, learning how to fail, giving yourself grace, building community and trust, creating more choice, allowing time for student expertise, and letting go of the punish, behave, and reward cycle so that intrinsic motivation can thrive. This fully enhanced new edition is chock full of additional strategies and tools on topics such as centering students’ identities, overcoming barriers when creating student-centered lessons to emphasize ownership of the learning cycle, shoring up your boundaries to manage your time and stop the intense prep work, changing your homework habits to reduce your load and give students more time, deemphasizing grades, and much more.
With Pernille’s heartfelt stories and practical strategies, you’ll feel inspired to give your classroom back to your students and foster a community of truly passionate learners!
And what did educators think of the 2nd edition?
80 reviews on Amazon and 4.5 star rating – can’t please everyone, especially when they get mad about the price, but I am so grateful for those who found it useful.
Or join, to not only get a chance to possibly read it for free but also access all of my resources, specific book lists, mini-PD, coaching, support and anything else I can do.
PS: Are you looking for coaching, in-person support, or virtual presentations? I am available and would love to support your work. Whereas I am physically located in Denmark now, I can travel if needed. In fact, I was just in North America in February 2023 and plan on bouncing back and forth. If you would like me to be a part of your professional development, please reach out. I am here to help. For a lot more posts, resources, live and recorded professional development, please join my Patreon community where most of my sharing takes place these days.
